HKIER

Abstract

The study of developmental dyslexia was briefly reviewed through tracing its historical origin, addressing the issues in definitions, summarizing well-accepted epidemiological findings, and highlighting some of the recent research on the neurological and cognitive basis of dyslexia. By introducing developmental dyslexia in different languages, including the Chinese language, it was recognized that different cognitive deficits might be differentially prominent in different language settings. The recent progress on studying the cognitive deficits of Chinese dyslexic children in Hong Kong and the development of assessment instruments for identification of dyslexia laid the foundation for further research. The need for translating research into evidence-based practice in developing interventions for dyslexic children was discussed.

摘要

N.A.